Home - Florida Tech Department of Computer Sciences
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New Student Guidebook
DEPARTMENT OF COMPUTER SCIENCES
FLORIDA INSTITUTE OF TECHNOLOGY
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New Student Guidebook
Florida Institute of Technology
CONTENTS
A Message from the Department 3
Introduction 5
Educational Goals 6
What You Can Expect At Florida Tech 8
What Florida Tech Expects from You 9
The Advisor System 11
Opportunities and Organizations 13
The Faculty 16
The Staff 18
The College of Engineering Administration 18
E-mail Addresses, Room Numbers, Telephone Extensions 19
Places 20
Laboratories 21
Keeping You Informed 22
Keeping Us Informed 22
Computer Accounts 23
Flow Chart 23
General Information 30
Florida Tech’s Policy on Responsible Use of IT 34
Professionalism and Ethics 38
How to Become a Hacker 45
Useful Forms 52
A MESSAGE FROM THE
DEPARTMENT OF COMPUTER SCIENCES
Welcome to Florida Tech
We have as a mission the pursue knowledge, truth and excellence in computer science, information systems and software engineering by nurturing student-centered academic programs characterized by shared values, unity of purpose, diversity of opinion, mutual respect and social responsibility. We are committed to expanding our range of disciplines through well-funded and renowned research programs. Further, we are committed to the continuous improvement of the quality of our degree programs to become the first choice of talented undergraduate and graduate students seeking superior education in the computer sciences.
Metaphors can describe learning environments. In a pyramid structure metaphor, teachers are decision makers and students are workers. This “control-over” structure leads to an environment of competition, conflict, fear, and feelings of powerlessness. This may describe your experiences with education and other life situations, but you will not find this type of environment in our department. We, the students, faculty and staff are a team and we all want to win. You, the students, are the players. You've been recruited because you possess fundamental skills and talents. Some of you already have great finesse in playing the game, others need to learn the rules and develop basic skills. We, the faculty, are the coaches. We have a game plan and know the theory of the game, but we always learn from the players, too. The staff members are the trainers. They ensure our needs are met.
This learning environment metaphor is characterized by a circular structure of collaboration that leads to trust, cooperation and learning satisfaction. There are four parts forming the circle’s circumference, with you at the center.
“Characteristics” form the foundation and include:
• a willingness and ability to work with one another
• an acceptance of responsibility, accountability and ownership
• mutual respect, tolerance of differences and recognition of alternatives
• shared responsibility for attaining a common goal
• a commitment to succeed
Characteristics lead to “Communication”:
• sharing thoughts and ideas
• developing skills and knowledge
• agreeing on priorities and procedures
• resolving problems
• expressing independence
Occasionally, problems will arise and “Conflict Resolution” is the third part of the circle. Some will get stuck, be aggressive, be dominated, not participate, judge others, rush when time is needed, discredit advice, wander on tangents, or want to socialize when goals need to be reached. These behaviors will occur, but we would like to minimize them and maximize desired behaviors:
• initiation to accomplish task
• facilitation of open and honest dialog
• motivation to encourage participation
• analysis of actions to keep focus
• negotiation settlements of issues
• organization ideas
• researching the facts
• checking for agreement
“Evaluation” completes the circle. If we did not score well in the first period, what changes can be made to win the second?
• was knowledge gained?
• was the goal clear and commonly understood?
• were roles clearly defined?
• was communication open and honest?
• did everyone participate?
• were problems faced and immediately solved?
• were final decisions fair?
We can celebrate and feel rewarded when all the answers are ‘yes’.
Ideas for these descriptions of learning environments came from Team Building Concepts, Massachusetts Career Development Institute, 1998.
INTRODUCTION
FLORIDA TECH WILL PROVIDE YOU WITH A WIDE VARIETY OF CAREER AND EDUCATIONAL OPTIONS. IT WILL ALSO PROVIDE YOU WITH THE OPPORTUNITY TO DEVELOP AND GROW BOTH AS A STUDENT AND AS A PERSON. COLLEGE, HOWEVER, REQUIRES DISCIPLINE, SELF-MOTIVATION AND HARD WORK.
Students who are successful in college are not only self-motivated and hard working, they also know how to learn. They know it’s important to be organized and they know how to manage their time. They know how to study, how to take good notes and how to read a textbook. They know how to memorize information and they know strategies that help them choose the right answers on tests. They also know how to get help when they need it.
This booklet and our new Student Orientation program are intended to provide you with information about beginning your university experience, to ease your transition from high school to college, and to insure your successful matriculation into the academic community. Our goals are to:
• Introduce you to the physical environment of Florida Tech and the Department of Computer Sciences faculty and staff.
• Assist you in developing an understanding of the demands of college: the academic expectations, social adjustments and community standards of Florida Tech.
• Acquaint you with the skills required to become independent learners and effective students.
• Introduce you to resources and services available at Florida Tech.
• Provide you with opportunities to meet fellow students and establish relationships with members of the Florida Tech community.
• Create an atmosphere that is educational, interactive and fun.
• Assist you in achieving your career goals, dreams and objectives.
We strongly encourage you to take advantage of all we offer during orientation week.
Educational Goals
CURRICULUM
GRADUATES FROM THE COMPUTER SCIENCES BACHELOR OF SCIENCE PROGRAMS WILL HAVE A STRONG TECHNICAL BACKGROUND IN COMPUTER SCIENCE, SOFTWARE ENGINEERING, OR INFORMATION SYSTEMS.
Student Outcomes
STUDENTS WILL BE ABLE TO:
1. apply knowledge of mathematics, science, engineering, and computing;
2. understand data abstraction and algorithm design, and implement them as computer programs;
3. design and conduct experiments, as well as to analyze and interpret data;
4. design a system, component, or process to meet performance requirements;
5. identify, formulate, and solve computer-based problems.
Communication
GRADUATES FROM COMPUTER SCIENCES BACHELOR OF SCIENCE PROGRAMS WILL BE GOOD COMMUNICATORS.
Student Outcomes
STUDENTS WILL BE ABLE TO:
1. write well-researched technical articles about topics in the computer sciences;
2. present speeches to lay and professional audiences about topics in the computer sciences;
Teamwork
GRADUATES FROM COMPUTER SCIENCES BACHELOR OF SCIENCE PROGRAMS WILL BE ABLE TO FUNCTION EFFECTIVELY ON TEAMS.
Student Outcomes
STUDENTS WILL BE ABLE TO:
1. contribute on multi-disciplinary teams.
Knowledge of Systems, Languages, and Applications
GRADUATES WILL BE ABLE TO USE A VARIETY OF SYSTEMS AND SOFTWARE APPLICATIONS.
Student Outcomes
STUDENTS WILL BE ABLE TO:
1. use several types of computers and associated operating systems;
2. program in several languages;
3. use several applications and have the ability to efficiently learn other applications.
Professional Growth
GRADUATES FROM COMPUTER SCIENCES BACHELOR OF SCIENCE PROGRAMS WILL HAVE A POSITIVE ATTITUDE THE COMPUTING PROFESSION AND A DESIRE FOR LIFE-LONG LEARNING.
Student Outcomes
STUDENTS WILL HAVE:
1. an understanding of professional and ethical responsibility;
2. the broad education necessary to understand the impact of computer technology in a global and societal context;
3. a recognition of the need for, and an ability to engage in life-long learning.
WHAT YOU CAN EXPECT AT FLORIDA TECH
IN MOST INSTANCES, PEOPLE EXPERIENCE GREATER SUCCESS WHEN THEY KNOW WHAT TO EXPECT. AT FLORIDA TECH EXPECT TO FIND THE FOLLOWING.
Varying class sizes
Class sizes can range from 12-60 students. While most classes have less than 30 students, class sizes vary depending on the course (the largest classes are usually the required core courses).
The need for critical thinking
You will be expected to learn and understand what you read. You will also be asked to draw conclusions, form opinions and evaluate the ideas of others.
The need for personal responsibility
In college, you have a tremendous amount of freedom. No one is monitoring your progress. You are expected to be responsible for your own academic progress.
Consequences for low grades
Poor grades are a waste of time and money. Although you can retake courses, this puts you behind in your program plan. Check your catalog for procedures. If your GPA falls below 2.0, you will be placed on academic probation.
Less time in class/more emphasis on independent study
Your instructors will present material in class; however, you are expected to do most of your learning on your own. The general rule is: For every one hour you spend in class, you should spend two hours out of class reading, studying and completing assignments.
WHAT FLORIDA TECH EXPECTS FROM YOU
JUST AS YOU HAVE EXPECTATIONS OF WHAT A PARTICULAR COURSE MAY HAVE TO OFFER, YOUR PROFESSORS HAVE EXPECTATIONS OF WHAT YOU NEED TO LEARN AND ACCOMPLISH. YOUR PROFESSORS KNOW WHAT IT TAKES TO BECOME A PROFESSIONAL IN YOUR FIELD, AND THEY EXPECT YOU TO BE COMMITTED TO THE CHALLENGE. TO SUCCEED, YOU MUST DO THE FOLLOWING:
Attend class regularly
Some students make the mistake of thinking they do not have to attend class if they don’t want to. Their reasoning is that since they are paying tuition to take the class, they can decide whether or not to attend. That’s immature and unprofessional thinking, as well as being a tremendous waste of your money and your time. The university policy on attendance is stated in your catalog. All students are required to attend all classes. A professor may consider absences and lateness in determining the grade for a course. If possible, get to class early. Use this time to interact with the professor or your fellow classmates and review your notes. Your attendance and lack of tardiness will help demonstrate your commitment to excellence. Don’t be late to class.
Be attentive and take notes
That’s how you get the most out of each class. Participate in class discussions and activities. It is inappropriate to converse with your neighbor while the professor is speaking. This is viewed as a personal insult to the professor, and disturbs the other students. It is reasonable to expect that you will spend twelve or more hours per week attending lectures. Unless you have a magnificent auditory memory, it will be necessary to take notes. One of the instructor’s major tasks is to distill the essence of many sources of information for the student––take advantage of their efforts.
Read your textbook
Preview the material to be presented before you attend class. You might choose to read it thoroughly, particularly if you have limited prior knowledge of the subject. Having a familiarity with the subject matter will aid in your understanding of the material.
Maintain a positive attitude toward class
Your attitude can make or break your performance in a class. Students talk about professors and courses, and you’re sure to hear conflicting opinions. But remember, that’s all they are––opinions. A bad teacher for another may be the best teacher for you. We all learn differently and have personality preferences. Decide for yourself.
Take all classes seriously
Students often wonder why they’re required to take classes that seem peripheral or irrelevant to their interests. It’s far too early in your development to draw such conclusions. You have no way of knowing how future classes and research opportunities might stimulate you to expand or alter your career goals. A course that seemed “irrelevant” at the time you took it may very well turn out to have provided you with tools, skills and perspectives that are vital for your developing interests.
Take advantage of office hours
Faculty have designated office hours for interacting with students and advisees. They will be delighted to talk to you about your progress in a course, your program of study, or about your development as a professional. Don't be shy about asking for assistance in understanding course material. Virtually every student can benefit by seeking such assistance. A conference with the professor can be very helpful in understanding difficult subjects. The professor can also make recommendations about how to focus your study efforts in how to get additional tutoring or special assistance.
As a student, you will develop a special relationship with your professors. This does not necessarily mean it will be personal or wonderful. Rather, it means that it will be one that requires good working dynamics at the academic level. Your professors are professionals in their field, and your job is to learn from your professors. They are an integral part of your education, and have a great deal to teach you. Learn from them. Respect their knowledge, even if you don’t like them or their system of delivery. Learning from the negative can be just as valuable as learning from the positive. It is your responsibility to take maximum advantage of educational opportunities.
Learn from your mistakes
The prerequisite for mastery in most disciplines is the willingness to try something new, and to try it over and over. More often than not, you will try, not do as well as you expected, correct your errors, try again and maybe do a bit better. The key is that you keep trying. Success doesn't come easily for most people. To become good at something, to become an expert, takes lots of hard work.
THE DEPARTMENT OF COMPUTER SCIENCES
ADVISOR SYSTEM
STUDENTS ARE ASSIGNED A FACULTY ADVISOR WHO IS A FULL-TIME MEMBER OF THE COMPUTER SCIENCES’ FACULTY. EACH FACULTY MEMBER TAKES THIS RESPONSIBILITY VERY SERIOUSLY AND REPRESENTS YOUR PRIMARY CONTACT AND SOURCE OF INFORMATION DURING YOUR ACADEMIC CAREER. YOU WILL MEET YOUR FACULTY ADVISOR DURING THE INITIAL DEPARTMENTAL MEETING AT STUDENT ORIENTATION.
The faculty advisor monitors your academic progress toward your degree. Each advisor is familiar with the departmental and university degree requirements, and is prepared to counsel you regarding all academic matters, including selection of elective courses appropriate for your program of study and career goals.
Prior to each semester’s graduation, you are required to meet with your advisor, thus ensuring that courses are scheduled in the appropriate order, all academic policies are met and that the schedule meets your academic needs and goals.
Your advisor is one of the most important people for you to know. It is also important for them to know you. In addition to serving as your academic program counselor, your advisor can offer advice on any academic matter, including study methods, research opportunities, summer programs (both at Florida Tech and elsewhere) and career opportunities. You will ultimately need letters of recommendation when you apply to graduate school or for a job. By knowing your academic record as well as your motivation, interests and abilities, your advisor represents one of the best sources for such a letter. Your advisor and other faculty members have many personal contacts in academic institutions, government agencies and business. Faculty frequently gets notices from these contacts about job and graduate school openings––if you get to know them well, it will be easy for them to help you search for positions.
Faculty advisors, and all other professors, maintain office hours during the academic year. These hours (usually five hours per week) are set aside to meet with students, and are posted outside their office door. It is best to meet with your advisor during these scheduled times, although it is generally possible to meet at other times, if necessary. By scheduling an appointment, you can be sure your advisor will have the appropriate materials on hand (such as your student file) and will be prepared to respond to your needs. Scheduling an appointment will also help avoid time conflicts with other students who have appointments. If your appointment involves registration, dropping or adding a course, changing majors, or any administrative matter requiring a form, pick up the appropriate form from the departmental office when you schedule the appointment. The departmental secretaries can assist you in getting the correct forms. Complete as much of the information required on the form as you can before meeting with your advisor.
Communication with your advisor is very important. When you schedule appointments with your advisor, be sure to bring any documentation relative to the matter to be discussed. You should expect your advisor to communicate information to you. Periodically, curricula are reviewed and changes are made with the best interest of the student in mind. When you visit your advisor for registration counseling, your advisor will inform you of those changes and make the appropriate substitutions on your program flow chart. The flow chart lists all the courses required for your degree. A copy of this flow chart will be given to you when you register at Florida Tech for the first time. The original is maintained in your departmental file, and is updated each semester. When you register, you should either bring your copy of the flow chart so that it can be updated, or you can update it yourself to monitor your progress toward your degree.
The faculty advisor system at Florida Tech is unique. You have constant access to a professional who is directly involved in your area of study. Each advisor can provide you with a wealth of information regarding your academic career and beyond. Get to know your advisor and let your advisor get to know you. Each of the faculty constantly hears from alumni, who were their advisees, and want to continue that through you. We are proud of the success of our students and want to hear about your successes, both at Florida Tech and in your future career.
OPPORTUNITIES AND ORGANIZATIONS
A GREAT NUMBER OF OPPORTUNITIES EXIST WITHIN COMPUTER SCIENCES THAT WILL PERMIT UNDERGRADUATE STUDENTS TO BROADEN THEIR TRAINING AND TO GRADUATE WITH A PORTFOLIO, NOT JUST A DEGREE. THESE OPPORTUNITIES WILL PROVIDE A COMPETITIVE ADVANTAGE WHEN THE GRADUATE APPLIES TO GRADUATE SCHOOL OR SEEKS EMPLOYMENT IN A RESPECTIVE FIELD. THESE POTENTIAL OPPORTUNITIES BECOME A REALITY WHEN YOU GET INVOLVED WITH THE VARIOUS ORGANIZATIONS, SUMMER PROGRAMS, VOLUNTEER RESEARCH GROUPS, OR THE UNDERGRADUATE RESEARCH PROGRAM. A WORD OF CAUTION: DON’T JOIN EVERYTHING JUST SO YOU CAN ADD LINES TO YOUR RESUME. GETTING DEEPLY INVOLVED IN A LIMITED NUMBER OF PROJECTS IS GENERALLY MORE ADVANTAGEOUS THAN A SUPERFICIAL INVOLVEMENT IN TOO MANY PROJECTS.
The Association for Computing Machinery (ACM)
THE ACM IS AN INTERNATIONAL SCIENTIFIC AND EDUCATIONAL ORGANIZATION DEDICATED TO ADVANCING THE ART, SCIENCE, ENGINEERING AND APPLICATION OF INFORMATION TECHNOLOGY, SERVING BOTH PROFESSIONAL AND PUBLIC INTERESTS BY FOSTERING THE OPEN INTERCHANGE OF INFORMATION AND BY PROMOTING THE HIGHEST PROFESSIONAL AND ETHICAL STANDARDS. FOR MORE INFORMATION ON FLORIDA TECH’S CHAPTER OF ACM, VISIT OUR WEB SITE ON THE COMPUTER SCIENCE HOME PAGE, OR CONTACT DR. RYAN STANSIFER AT RYAN@CS.FIT.EDU.
The Association for Women in Computing (AWC)
THE AWC IS A PROFESSIONAL ORGANIZATION FOR INDIVIDUALS WITH AN INTEREST IN COMPUTING TECHNOLOGY. AWC IS A DIVERSE GROUP OF STUDENTS WITH INTERESTS THAT SPAN EVERY ASPECT OF THE COMPUTER INDUSTRY. AWC EMPHASIZES STUDENT PARTICIPATION IN MENTORING, SKILL ENHANCEMENT, NETWORKING, CAREER PLANNING, AND REPRESENTATION ON THE AWC NATIONAL BOARD. FOR MORE INFORMATION ON FLORIDA TECH’S CHAPTER OF THE AWC, VISIT OUR WEB SITE ON THE COMPUTER SCIENCE HOME PAGE, OR CONTACT DR. RONALDO MENEZES AT RMENEZES@CS.FIT.EDU.
Upsilon Pi Epsilon (UPE)
FLORIDA TECH’S CHAPTER OF UPSILON PI EPSILON (UPE) WAS ESTABLISHED IN 1992. MEMBERSHIP SIGNIFIES OUTSTANDING ACADEMIC ACHIEVEMENT AND A COMMITMENT TO ENHANCE THE COMPUTER SCIENCE COMMUNITY. ZETA CHAPTER AT FLORIDA TECH FOCUSES ON SCHOLARSHIP SERVICES AND FELLOWSHIPS. FOR ADDITIONAL INFORMATION ABOUT UPE, PLEASE CONTACT DR. PHILIP CHAN AT PKC@CS.FIT.EDU.
Undergraduate Research Programs
UNDERGRADUATE STUDENTS ARE ENCOURAGED TO PARTICIPATE IN ONGOING RESEARCH WITHIN THE DEPARTMENT. ALMOST EVERY FACULTY MEMBER HAS PROJECTS WHERE VOLUNTARY INVOLVEMENT WOULD BE HELPFUL TO BOTH STUDENTS AND THE FACULTY MEMBER. OPPORTUNITIES FOR SUPPORTED RESEARCH ARE ALSO PLENTIFUL. OVER THE LAST FEW YEARS, ON AVERAGE, ABOUT 10 PERCENT OF OUR UNDERGRADUATE STUDENTS HAVE BEEN ENGAGED IN SPONSORED RESEARCH EARNING A SALARY AND CREDITS TOWARD TUITION. BUT, IT IS THE EXPERIENCE GAINED WORKING ON PROJECTS WITH IMMEDIATE USEFULNESS THAT OUTWEIGHS THE VALUE OF A STIPEND AND TUITION REMISSION. TO GAIN THIS EXPERIENCE, BECOME INVOLVED, NETWORK WITH OTHER STUDENTS AND FACULTY MEMBERS. YOU WILL BE GLAD YOU DID.
Internships
WORKING DIRECTLY FOR AN ORGANIZATION OR COMPANY IS ANOTHER WAY TO GAIN EXPERIENCE IN THE COMPUTER FIELD. YOU MAY DO THIS ON YOUR OWN OR, MORE FORMALLY, BY ENROLLING IN COOPERATIVE EDUCATION CLASSES FOR WHICH YOU CAN RECEIVE UP TO SIX CREDITS TOWARD GRADUATION. OPPORTUNITIES FOR STUDENTS IN OUR DEPARTMENT RANGE FROM LARGE CORPORATIONS SUCH AS MICROSOFT AND IBM THROUGH TO SMALL START-UP COMPANIES. FLORIDA TECH'S COOPERATIVE EDUCATION PROGRAM IS FLEXIBLE. SEE THE OFFICE OF CAREER SERVICES AND COOPERATIVE EDUCATION FOR DETAILED INFORMATION.
Places of General Interest
BREVARD COUNTY HAS A WIDE VARIETY OF NATURAL HABITATS AND NATURE PRESERVES. YOU WILL VISIT SOME OF THESE ON VARIOUS FIELD TRIPS IN COURSES, BUT YOU MAY ALSO WISH TO VISIT SOME OF THESE ON YOUR OWN. ASK YOUR PROFESSORS IF YOU WANT DIRECTIONS.
Florida Tech Botanical Garden The world’s fourth largest collection of palms, plus a wide variety of other native and exotic plants. On campus.
Erna Nixon Hammock Hardwood hammock with ancient trees. Guided tours available (free) or self-guided. West Melbourne, about 10 minutes from campus. Within bicycling distance.
Malabar Scrub Scrub Jay habitat. Five mile southeast of campus.
Corrigan Ranch Hiking, bird watching. Fifteen miles south of campus, near Fellsmere.
Coconut Point Maritime hammock. Watch sea turtles lay eggs in season (by appointment, late evening), or take a fifteen-minute hike through palmetto scrub and ancient oaks to a quiet beach on the lagoon (hiking boots recommended). Fifteen miles from campus.
Sebastian Inlet Beautiful beaches. Inlet connects the Atlantic Ocean and Indian River Lagoon. Great surfing spot, great fishing. Surfers love the big waves at “Monster Hole,” although the name may also refer to the shark population that hangs out there. Thirty miles from campus.
Black Point Wildlife Refuge One of the richest bird observation areas in the U.S. Alligators and other wildlife abound. Best seen in early morning or near dusk. Fifty miles from campus, near Titusville.
Emerald Forest Hiking and wildlife, cypress forest. Trails not well marked, so hikers should be experienced. Forty miles from campus, west of Cocoa, near St. Johns River.
Enchanted Forest Mature hardwood hammock. Fifty miles from campus, near Titusville.
THE FACULTY OF COMPUTER SCIENCES
ALLEN, WILLIAM H., ASSISTANT PROFESSOR. B.SC. UNIVERSITY OF CENTRAL FLORIDA; M.S., UNIVERSITY OF CENTRAL FLORIDA; PH.D., UNIVERSITY OF CENTRAL FLORIDA.
Andrews, Michael M., Assistant Professor. B.Sc. University of Kent; Ph.D., University of Kent.
BERNHARD, PHILIP J., ASSOCIATE PROFESSOR. B.A., STATE UNIVERSITY OF NEW YORK-OSWEGO; M.S., PH.D., STATE UNIVERSITY OF NEW YORK -ALBANY.
Bond, Walter P., Associate Professor. A.B., Jacksonville University;
M.S., Florida Institute of Technology; Ph.D., Columbia University.
Chan, Phillip, Associate Professor. B.S., Southwest Texas State University; M.S., Vanderbilt University; Ph.D., Columbia University.
Ford, Richard, Professor. B.A., The Queen’s College; M.A., The Queen’s College; Ph.D., The Queen’s College.
Kaner, Cem., Professor. B.A., Brock University; Ph.D., McMaster University; J.D., Golden Gate University.
Marin, Gerald A., Professor. B.Sc., Wake Forest University; M.A.M., North Carolina State; Ph.D., North Carolina State.
Menezes, Ronaldo, Assistant Professor. B.S., University of Fortaleza; M.S., State University of Campinas; Ph.D., University of York.
Mitra, Debasis, Associate Professor. M.S., Indian Institute of Technology; Ph.D., Indian Institute of Technology; Ph.D., University of Southwestern Louisiana.
Newman, J.R., Professor. Associate Vice President for Information Technology. B.A., M.S., University of Utah; Ph.D., University of Southwestern Louisiana.
Shoaff, William D., Associate Professor and Department of Computer Sciences Head. B.A., M.S., Ph.D., Southern Illinois University; M.S., University of Florida.
Silaghi, Marius, Assistant Professor. B. Eng., TU-Cluj-Napoca (RO); Ph.D. Swiss Federal Institute of Technology, Lausanne.
Stansifer, Ryan, Associate Professor. B.A., B.S., University of Kansas; M.S., Ph.D., Cornell University.
Whittaker, James A., Professor. B.A., Bellarmine College; M.S., Ph.D., University of Tennessee.
THE DEPARTMENT OF COMPUTER SCIENCES STAFF
[pic]BROWN, K., OFFICE ADMINISTRATOR
Bursey, R., Student Coordinator
THE COLLEGE OF ENGINEERING ADMINISTRATION
Bailey, J.R., F.W. Olin Professor, Mechanical Engineering, and Dean,College of Engineering. B.S.M.E., M.S., North Carolina State University;Ph.D., University of Southampton, England.
Ham, F., Harris Professor, Electrical Engineering and Computer Sciences, and Associate Dean, Research, College of Engineering. B.S.E.E., M.S.E.E., Ph.D., Iowa State University.
Kalajian, E., Professor, Civil Engineering, and Associate Dean, Academics, College of Engineering. B.S., University of Maryland; M.S., Ph.D., University of Massachusetts.
E-MAIL ADDRESSES, ROOM NUMBERS AND TELEPHONE EXTENSIONS
ADMINISTRATIVE
|Ms. Karen Brown |kbrown@cs.fit.edu |266EC |8763 |
|Ms. Rosalyn Bursey |rbursey@cs.fit.edu |267EC |7777 |
CS Faculty
|Dr. William Allen |wallen@cs.fit.edu |254EC |8856 |
|Dr. Michael M. Andrews |mike@se.fit.edu |255EC |7473 |
|Dr. Philip Bernhard |pbernhar@cs.fit.edu |249EC |7294 |
|Dr. Walter P. Bond |pbond@cs.fit.edu |241EC |7563 |
|Dr. Philip Chan |pkc@cs.fit.edu |242EC |7280 |
|Dr. Richard Ford |rford@cs.fit.edu | | |
|Dr. Cem Kaner |kaner@cs.fit.edu |248EC |7137 |
|Dr. Gerald Marin |gmarin@cs.fit.edu |259EC |7559 |
|Dr. Ronaldo Menezes |rmenezes@cs.fit.edu |244EC |7623 |
|Dr. Debasis Mitra |dmitra@cs.fit.edu |251EC |7737 |
|Dr. Richard Newman |newman@cs.fit.edu |S328 Crawford Science Tower |7999 |
|Dr. Marius Silaghi |msilaghi@cs.fit.edu |243EC |7493 |
|Dr. William Shoaff |wds@cs.fit.edu |252EC |8066 |
|Dr. Ryan Stansifer |ryan@cs.fit.edu |245EC |7156 |
|Dr. James Whittaker |jw@se.fit.edu |247EC |7638 |
PLACES
|DEPARTMENT OFFICE |F.W. OLIN ENGINEERING COMPLEX |
| |Ext. 8763 – 2nd Floor; Room 266EC |
|Department Head’s Office |F.W. Olin Engineering Complex |
| |Ext. 8066 – 2nd Floor; Room 252EC |
|Student Coordinator’s Office |F.W. Olin Engineering Complex |
| |Ext. 7777 – 2nd Floor; Room 267EC |
|Dean’s Office |F.W. Olin Engineering Complex |
| |Ext. 8020 – 2nd Floor; Room 338EC |
|Bookstore |Denius Student Center |
| |Ext. 8042 – 1st floor |
|Auxiliary Services |Evans Hall |
|(ID cards, debit card) |Ext. 8076 - Ground floor |
|Security Department |Shaw Hall |
|(vehicle registration, escort service) |Ext. 8111 (*911) |
|Enter through rear of Shaw | |
|Academic Support Center |Evans Library |
|(tutoring) |Ext. 8009 |
|Holzer Health Center |Country Club Rd., Ext. 8078 |
| |Across from Skurla Hall |
|Campus Ministry: |Babcock Street, Ext. 8045 |
| |Adjacent to Psychology Building on south campus |
|Counseling and Psych. Services (CAPS) |Corner of Country Club and University |
| |Ext: 8050 |
|Office of Graduate Programs |Crawford Science Tower |
| |Ext. 8137 – 3rd Floor; Room 302 |
|Graduate Student Assistant Office |F.W. Olin Engineering Complex |
| |Ext. 8904 – 2nd Floor; Room 271EC |
LABS
QUICK REFERENCE GUIDE
|LABORATORY |LOCATION |FACULTY/STAFF RESPONSIBLE |
| | | |
|COMPUTER SCIENCES PC LAB |272EC |RYAN STANSIFER (EXT. 7156) |
|Computer Sciences System Operations |276EC |Ryan Stansifer (ext. 7156) |
|Computer Sciences Ph.D. Lab |273EC |Phil Chan (ext. 7280) |
| | | |
| | | |
|RESEARCH LABS |LOCATION |FACULTY/STAFF RESPONSIBLE |
| | | |
|Applied Systems Computing Lab |264EC |James Whittaker (ext. 7638) |
|Computer Sciences Graduate Research |265EC |Cem Kaner (ext. 7137) |
|Center for Software Eng. Research Lab |356EC |James Whittaker (ext. 7638) |
|Info. Assurance Research Lab |315EC |James Whittaker (ext. 7638) |
KEEPING YOU INFORMED
THERE ARE SEVERAL WAYS IN WHICH WE TRY TO KEEP THE STUDENTS INFORMED:
1. Computer sciences has a Web-based list server. Point your web browser to . There are many mail list servers that you may want to subscribe to, in particular, the FIT Forum for general campus information and the Computer Sciences Forum for information specifically for our students, faculty and staff.
2. The computer sciences World Wide Web home page at is a good source of information. You can also visit the Florida Tech home page at .
3. Signs and posters announcing general events, seminars, course offerings, course changes, training classes, pre-exam meetings, etc. are posted on the second floor of the F.W. Olin Engineering Complex. In addition, graduate program announcements are posted on several boards around the building.
4. A job board on the second floor of the F.W. Olin Engineering Complex lists job opportunities for graduates as well as part-time opportunities for students.
5. Faculty will occasionally make announcements during classes concerning a variety of information, such as upcoming test dates, class changes, or at the request of the department heads and/or student coordinators. Another good reason for regular class attendance.
KEEPING US INFORMED
THERE ARE SEVERAL WAYS IN WHICH COMPUTER SCIENCES STUDENTS MAY KEEP US INFORMED:
All students may obtain course/instructor evaluation forms from the student coordinator. These continuous evaluation forms may be sent directly to Dean J. Ronald Bailey, in room 338EC, F.W. Olin Engineering Complex, or left with the computer sciences student coordinator, Rosalyn Bursey.
“Change/Update Information” forms are used to notify us of a change of name, ID number, address and/or telephone number. This form is available in the computer science student coordinator’s office or the department office in the F.W. Olin Engineering Complex.
“Request for Change of Major, Change of Site, or Dual Degree” forms are also available in the computer science student coordinator’s office in the F.W. Olin Engineering Complex.
The computer sciences student oordinator, Rosalyn Bursey, is available in room 267EC of the F.W. Olin Engineering Complex for any issues concerning students. She can be reached at extension 7777, or via E-mail at rbursey@fit.edu. Her office hours are Monday through Friday, 8 a.m. to 5 p.m.
Computer sciences faculty post office hours each semester. These hours will be posted outside faculty offices and can also be found on the Department of Computer Sciences Web page. Faculty members can also be reached via their E-mail address. See the section titled “E-Mail, Address, Room Numbers and Telephone Extensions” for a list of faculty addresses.
COMPUTER ACCOUNTS
STUDENTS IN THE DEPARTMENT OF COMPUTER SCIENCES WILL BE GIVEN COMPUTER ACCOUNT LOGIN NAMES AND PASSWORDS DURING THE REGISTRATION PERIOD AT ORIENTATION. YOUR ACCOUNT WILL ALLOW YOU TO LOG INTO THE COLLEGE'S PERSONAL COMPUTERS AND UNIX WORKSTATIONS UNDER THE FLORIDA TECH DOMAIN.
If for some reason, you did not pick up your account at orientation, please see the systems administrators in room 129 of the Olin Engineering Complex.
Flow chart:
FOLLOWING THE PROGRAM FLOW CHART MINIMIZES PROBLEMS. COURSES ARE OFFERED, AND SHOULD BE TAKEN, ACCORDING TO THE FLOW CHART. THE FLOW CHART ALSO CLEARLY IDENTIFIES PREREQUISITES AND COREQUISITES FOR EACH COURSE. A COPY OF THE FLOW CHART FOR EACH PROGRAM IS INCLUDED IN THIS HANDBOOK AND FRESHMAN SHOULD RECEIVE A COPY DURING ORIENTATION OR REGISTRATION. IN ADDITION, THE STUDENT COORDINATOR KEEPS A COPY OF EACH STUDENT’S FLOW CHART IN THEIR ACADEMIC FILE. COPIES ARE AVAILABLE THROUGH THE STUDENT OFFICE. ALTHOUGH THE STUDENT COORDINATOR AND FACULTY ADVISORS ARE ALWAYS AVAILABLE FOR ASSISTANCE AND GUIDANCE, IT IS THE STUDENT’S RESPONSIBILITY TO KEEP TRACK OF THEIR PROGRAM. STUDENTS SHOULD CLOSELY MONITOR THE COURSES THEY HAVE TAKEN AND WHICH COURSES REMAIN.
(NOTE: The flow chart is an unofficial program and personal document. Only the Registrar/Records Office holds official transcripts.)
|BACHELOR OF SCIENCE DEGREE PROGRAM (2003-2004 CATALOG) |
|COMPUTER SCIENCE (7071) |
|NAME | |STUDENT NO.: | |
|ADDRESS | |TELEPHONE NO.: | |
| | |E-MAIL | |
|COMMENTS |
|COURSE # |COURSE DESCRIPTIONS |CR. |YR |GRADE |
|FRESHMAN YEAR – FALL SEMESTER |
|COM 1101 |Composition and Rhetoric (Prerequisite: COM 1100 or a passing grade on the placement test) |3 | | |
|CSE 1001 |Fundamentals of Software Development 1 (MUST PASS WITH “C” OR BETTER) |4 | | |
|CSE 1101 |Computing Disciplines and Careers 1 |1 | | |
|ECE 1551 |Digital Logic |4 | | |
|MTH 2051 |Discrete Mathematics (Prerequisite: MTH 1000 or MTH 1001, or MTH 1702 or passing score on placement test) |3 | | |
| |TOTAL |15 | | |
|FRESHMAN YEAR – SPRING SEMESTER |
|COM 1102 |Writing about Literature (Prerequisite: COM 1101) |3 | | |
|CSE 1002 |Fundamentals of Software Development 2 (Prerequisite: CSE 1001 and AT LEAST A “C” OR BETTER) |4 | | |
|MTH 1001 |Calculus 1 (Prerequisites: MTH 1000 or High school algebra, trigonometry and a passing score on the |4 | | |
| |placement test) (Graphics Calculator required) | | | |
|HUM 2510 |Logic (Prerequisite: COM 1101) |3 | | |
| |Restricted Elective (Science) |3 | | |
| |TOTAL |17 | | |
|SOPHOMORE YEAR – FALL SEMESTER |
|COM 2012 |Research Sources and Systems (Prerequisite: COM 1102) |1 | | |
|COM 2223 |Scientific and Technical Communications (Prerequisite: COM 1102) |3 | | |
|CSE 2010 |Algorithms and Data Structures (Prerequisite: CSE 1002 and AT LEAST A “C” OR BETTER; co-requisite: MTH 2051)|4 | | |
|MTH 1002 |Calculus 2 (Prerequisite: MTH 1001) |4 | | |
|PHY 1001 |Physics 1 (Prerequisite: MTH 1001; co-requisite: MTH 1002) |4 | | |
|PHY 2091 |Physics Lab 1 (Co-requisite: PHY 1001) |1 | | |
| |TOTAL |17 | | |
|SOPHOMORE YEAR – SPRING SEMESTER |
|CSE 2050 |Programming in a Second Language (Prerequisite: CSE 1002, or permission of the instructor) |3 | | |
|CSE 2410 |Introduction to Software Engineering (Prerequisites: CSE 2010 or CSE 2502 or ECE 2552) |3 | | |
|HUM 2051 |Civilization 1: Ancient Through Medieval (Prerequisite: COM 1102) |3 | | |
|MTH 2401 |Probability and Statistics (Prerequisite: MTH 1002) |3 | | |
|PHY 2002 |Physics 2 (Prerequisite: PHY 1001) |4 | | |
|PHY 2092 |Physics Lab 2 (Prerequisite: PHY 2091; co-requisite: PHY 2002) |1 | | |
| |TOTAL |17 | | |
|JUNIOR YEAR – FALL SEMESTER |
|CSE 3030 |Legal, Ethical & Social Issues in Computing (Prerequisites: COM2102, COM 2223 or COM 2224 and at least one |3 | | |
| |of CSE 1002, CSE 1502, CSE 1503, ECE 2551) | | | |
|CSE 3101 |Machine and Assembly Language (Prerequisite: CSE 1002 and ECE 1551) |3 | | |
|CSE 4250 |Programming Language Concepts (Prerequisite: CSE 2010) |3 | | |
|HUM 2052 |Civilization 2: Renaissance Through Modern (Prerequisite: COM 1102) |3 | | |
| |Restricted Elective (Mathematics) |3 | | |
| |TOTAL |15 | | |
|JUNIOR YEAR – SPRING SEMESTER |
|CSE 4001 |Operating Systems Concepts (Prerequisites: CSE 2050, CSE 3101 or ECE 2552 and ECE 4551) |3 | | |
|CSE 4083 |Formal Languages and Automata Theory (Prerequisites: CSE 2010) |3 | | |
|ECE 4551 |Computer Architecture (Prerequisite: ECE 3551 or CSE 3101/4250) |3 | | |
| |Liberal Arts Elective |3 | | |
| |Restricted Elective (Science) |3 | | |
| |Free Elective |3 | | |
| |TOTAL |18 | | |
|SENIOR YEAR – FALL SEMESTER |
|CSE 4081 |Introduction to Analysis of Algorithms (Prerequisites: CSE 2010) |3 | | |
|CSE 4101 |Computer Science Projects 1 (Prerequisite: Senior standing in Computer Science option) |3 | | |
| |Restricted Elective (Computer Science) |3 | | |
| |Social Science Elective |3 | | |
| |Technical Elective or CWE 2001 Cooperative Education 2 |3 | | |
| |TOTAL |15 | | |
|SENIOR YEAR – SPRING SEMESTER |
|CSE 4102 |Computer Science Projects 2 (Prerequisite: Prerequisite: Senior standing in Computer Science option) |3 | | |
| |Humanities Elective |3 | | |
| |Restricted Elective (Computer Science) |3 | | |
| |Restricted Elective (Computer Science) |3 | | |
| |Technical Elective |3 | | |
| |TOTAL |15 | | |
| |TOTAL CREDITS REQUIRED |129 | | |
|TRANSFER CREDITS AND OTHER COURSES |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Advisor |Department Head |
|Date |Date |
|BACHELOR OF SCIENCE DEGREE PROGRAM (2003-2004) |
|COMPUTER SCIENCES/SOFTWARE DEVELOPMENT (7072) |
|NAME | |STUDENT NO.: | |
|ADDRESS | |TELEPHONE NO.: | |
| | |E-MAIL | |
|COMMENTS |
|COURSE # |COURSE DESCRIPTIONS |CR. |YEAR |GR. |
|FRESHMAN YEAR – FALL SEMESTER |
|COM 1101 |Composition and Rhetoric (Prerequisite: COM 1100 or a passing grade on the placement test) |3 | | |
|CSE 1001 |Fundamentals of Software Development 1 (MUST PASS WITH “C” OR BETTER) |4 | | |
|CSE 1101 |Computing Disciplines and Careers 1 |1 | | |
|MTH 1001 |Calculus 1 (Prerequisites: MTH 1000 or High school algebra, trigonometry and a passing score on the placement |4 | | |
| |test) (Graphics Calculator required) | | | |
|MTH 2051 |Discrete Mathematics (Prerequisite: MTH 1000 or MTH 1001or MTH 1702 or passing score on placement test) |3 | | |
| |TOTAL |15 | | |
|FRESHMAN YEAR – SPRING SEMESTER |
|COM 1102 |Writing about Literature (Prerequisite: COM 1101) |3 | | |
|CSE 1002 |Fundamentals of Software Development 2 (Prerequisite: CSE 1001 and AT LEAST A “C” OR BETTER) |4 | | |
|HUM 2510 |Logic (Prerequisite: COM 1101) |3 | | |
|MTH 1002 |Calculus 2 (Prerequisite: MTH 1001) |4 | | |
|PSY 1411 |Introduction to Psychology |3 | | |
| |TOTAL |17 | | |
|SOPHOMORE YEAR – FALL SEMESTER |
|COM 2223 |Scientific and Technical Communications (Prerequisite: COM 1102) |3 | | |
|CSE 2010 |Algorithms and Data Structures (Prerequisite: CSE 1002 and AT LEAST A “C” OR BETTER; co-requisite: MTH 2051) |4 | | |
|CSE 3411 |Software Testing 1 |3 | | |
|PHY 1001 |Physics 1 (Prerequisite: MTH 1001; co-requisite: MTH 1002) |4 | | |
|PHY 2091 |Physics Lab 1 (Co-requisite: PHY 1001) |1 | | |
| |TOTAL |15 | | |
|SOPHOMORE YEAR – SPRING SEMSTER |
|CSE 2050 |Programming in a Second Language (Prerequisite: CSE 1002, or permission of the instructor) |3 | | |
|CSE 2410 |Introduction to Software Engineering (Prerequisites: CSE 2010 or CSE 2502 or ECE 2552) |3 | | |
|MTH 2401 |Probability and Statistics (Prerequisite: MTH 1002) |3 | | |
|PHY 2002 |Physics 2 (Prerequisite: PHY 1001) |4 | | |
|PHY 2092 |Physics Lab 2 (Prerequisite: PHY 2091; co-requisite: PHY 2002) |1 | | |
| |Restricted Elective (Science) |3 | | |
| |TOTAL |17 | | |
|JUNIOR YEAR – FALL SEMESTER |
|COM 2012 |Research Sources and Systems (Prerequisite: COM 1102) |1 | | |
|CSE 3101 |Machine and Assembly Language (Prerequisite: CSE 1002 and ECE 1551) |3 | | |
|CSE 4415 |Software Testing 2 |3 | | |
|CSE 4621 |Software Metrics and Modeling |3 | | |
|HUM 2051 |Civilization 1: Ancient Through Medieval (Prerequisite: COM 1102) |3 | | |
| |Restricted Elective (Science) |3 | | |
| |TOTAL |16 | | |
|JUNIOR YEAR – SPRING SEMESTER |
|AHF 3101 |Introduction to Human Factors (Prerequisite: Junior Standing) |3 | | |
|CSE 3030 |Legal, Ethical & Social Issues in Computing (Prerequisites: COM2102, COM 2223 or COM 2224 and at least one of |3 | | |
| |CSE 1002, CSE 1502, CSE 1503, ECE 2551) | | | |
|CSE 3421 |Software Design Methods (Prerequisite: CSE 2410) |3 | | |
|CSE 4610 |Requirements Engineering |3 | | |
|HUM 2052 |Civilization 2: Renaissance Through Modern (Prerequisite: COM 1102) |3 | | |
| |Free Elective |3 | | |
| |TOTAL |18 | | |
|SENIOR YEAR – FALL SEMESTER |
|CSE 4001 |Operating Systems Concepts (Prerequisites: CSE 2050, CSE 3101 or ECE 2552 and ECE 4551) |3 | | |
|CSE 4201 |Software Development Projects 1 (Prerequisites: Senior standing in Software Development option) |3 | | |
| |Restricted Elective (Computer Science) |3 | | |
| |Free Elective |3 | | |
| |Social Science Elective |3 | | |
| |TOTAL |15 | | |
|SENIOR YEAR – SPRING SEMESTER |
|CSE 4083 |Formal Languages and Automata Theory (Prerequisites: CSE 2010) |3 | | |
|CSE 4202 |Software Development Projects 2 (Prerequisite: Senior standing in Software Development option) |3 | | |
| |Restricted Elective (Computer Science) |3 | | |
| |Humanities Elective |3 | | |
| |Free Elective |3 | | |
| |TOTAL |15 | | |
| |TOTAL CREDITS REQUIRED |128 | | |
|TRANSFER CREDITS AND OTHER COURSES |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Advisor |Department Head |
|Date |Date |
|BACHELOR OF SCIENCE DEGREE PROGRAM (2002-2003 CATALOG) |
|COMPUTER SCIENCE/INFORMATION SYSTEMS (7074) |
|NAME | |STUDENT NO.: | |
|ADDRESS | |TELEPHONE NO.: | |
| | |E-MAIL | |
|COMMENTS: |
|COURSE # |COURSE DESCRIPTIONS |CR. |YR |GR |
|FRESHMAN YEAR – FALL SEMESTER |
|BUS 2303 |Macroeconomics (Prerequisite: MTH 1000 or MTH 1001 or MTH 1701 or MTH 1702) |3 | | |
|COM 1101 |Composition and Rhetoric (Prerequisite: COM 1100 or a passing grade on the placement test) |3 | | |
|CSE 1000 |Introduction to Information Systems |3 | | |
|EDS 1031 |Survey of Science 1 |3 | | |
|MTH 2051 |Discrete Mathematics (Prerequisite: MTH 1000 or MTH 1001, or MTH 1702 or passing score on placement test) |3 | | |
| |TOTAL |15 | | |
|FRESHMAN YEAR – SPRING SEMESTER |
|BUS 2304 |Microeconomics (Prerequisite: MTH 1000 or MTH 1001 or MTH 1701 or MTH 1702) |3 | | |
|COM 1102 |Writing about Literature (Prerequisite: COM 1101) |3 | | |
|CSE 1001 |Fundamentals of Software Development 1 (MUST PASS WITH “C” OR BETTER) |4 | | |
|EDS 1032 |Survey of Science 2 |3 | | |
|MTH 1001 |Calculus 1 (Prerequisites: MTH 1000 or High school algebra, trigonometry and a passing score on the placement |4 | | |
| |test) (Graphics Calculator required) | | | |
| |TOTAL |17 | | |
|SOPHOMORE YEAR – FALL SEMESTER |
|BUS 2201 |Accounting Principles 1 (Prerequisite: MTH 1001 or MTH 1701 or MTH 1702) |3 | | |
|BUS 2703 |Statistics for Business (Prerequisite: MTH 1701) |3 | | |
|COM 2501 |Introduction to Visual Communication |3 | | |
|CSE 1002 |Fundamentals of Software Development 2 (Prerequisite: CSE 1001 and AT LEAST A “C” OR BETTER) |4 | | |
|MTH 1002 |Calculus 2 (Prerequisite: MTH 1001) |4 | | |
| |TOTAL |17 | | |
|SOPHOMORE YEAR – SPRING SEMESTER |
|BUS 2202 |Accounting Principles 2 (Prerequisite: BUS 2201) |3 | | |
|COM 2224 |Business and Professional Writing (Prerequisite: COM 1102) |3 | | |
|CSE 2010 |Algorithms and Data Structures (Prerequisite: CSE 1002 and AT LEAST A “C” OR BETTER; co-requisite: MTH 2051) |4 | | |
|HUM 2051 |Civilization 1: Ancient Through Medieval (Prerequisite: COM 1102) |3 | | |
| |Social Science Elective |3 | | |
| |TOTAL |16 | | |
|JUNIOR YEAR – FALL SEMESTER |
|BUS 3401 |Corporate Finance (Prerequisite: BUS 2202) |3 | | |
|BUS 3501 |Management Principles |3 | | |
|CSE 2050 |Programming in a Second Language (Prerequisite: CSE 1002, or permission of the instructor) |3 | | |
|CSE 2410 |Introduction to Software Engineering (Prerequisites: CSE 2010 or CSE 2502 or ECE 2552) |3 | | |
|HUM 2052 |Civilization 2: Renaissance Through Modern (Prerequisite: COM 1102) |3 | | |
| |TOTAL |15 | | |
|JUNIOR YEAR – SPRING SEMESTER |
|BUS 3503 |Human Resources Management (Prerequisite: BUS 3501) |3 | | |
|BUS 3601 |Marketing Principles |3 | | |
|COM 4026 |Publishing and the Internet (Prerequisites: CSE 1301, COM 2223 or COM 2224) |3 | | |
|CSE 4020 |Database Systems (Prerequisites: CSE 2010) |3 | | |
|CSE 4232 |Computer Network Programming (Prerequisite: CSE 2010 or CSE 2050 or ECE 2552) |3 | | |
| |Humanities Elective |3 | | |
| |TOTAL |18 | | |
|SENIOR YEAR – FALL SEMESTER |
|BUS 3704 |Quantitative Analytical Methods (Prerequisites: MTH 1702 or MTH 1001 and BUS 2703) |3 | | |
|COM 3070 |Professional Communication for Executives |3 | | |
|CSE 3030 |Legal, Ethical and Social Issues in Computing (Prerequisites: COM 2102, COM 2223 or COM 2224 and at least one of|3 | | |
| |CSE 1002, CSE 1502, CSE 1503, ECE 2551) | | | |
|CSE 4220 |Systems Analysis and Design (Prerequisite: CSE 4020) |3 | | |
| |Computer Science Elective |3 | | |
| |TOTAL |15 | | |
|SENIOR YEAR – SPRING SEMESTER |
|COM 3440 |Public Relations (Prerequisite: COM 2223 or COM 2224) |3 | | |
|COM 4424 |Advanced Business and Professional Communication (Prerequisite: COM 2223 or COM 2224) |3 | | |
|CSE 4221 |Systems Development Workshop (Prerequisite: CSE 4220) |3 | | |
|CSE 4410 |Software Project Management (Prerequisite: CSE 2410) |3 | | |
| |Humanities Elective |3 | | |
| |TOTAL |15 | | |
| |TOTAL CREDITS REQUIRED |128 | | |
|TRANSFER CREDITS AND OTHER COURSES |
| | | | | |
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| | | | | |
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| | | | | |
|Advisor |Department Head |
|Date |Date |
GENERAL INFORMATION
REGISTRATION: THIS IS THE PROCESS OF SELECTING AND ORGANIZING YOUR ACADEMIC COURSES AND PERSONAL REQUIREMENTS FOR EACH SEMESTER’S ATTENDANCE. YOU MUST BE PROPERLY REGISTERED FOR ANY COURSE YOU ARE ATTENDING AT FLORIDA TECH. WHEN REGISTERING, YOU SHOULD BE ABSOLUTELY SURE THAT ALL PREREQUISITES HAVE BEEN MET. THIS IS NOT ONLY GOOD SENSE, BUT IS REQUIRED BY THE ACCREDITATION ORGANIZATION. IN ADDITION, THE COMPUTERS ARE PROGRAMMED TO CATCH ANY MISSING PREREQUISITES AND BLOCK REGISTRATION OF THAT CLASS.
The registration process begins with a visit to the student coordinator in room 267EC in the F.W. Olin Engineering Complex. The coordinator keeps a file on each student, which includes a copy of the appropriate program flow chart, registration forms, add/drop forms, and any other forms or documentation that pertains to the student’s academic career. In addition, the coordinator monitors each student’s academic progress towards their degree and is therefore a clearinghouse of information for any and all of your academic program needs. The coordinator is a valuable resource and students are encouraged to bring their questions, comments or suggestions to her anytime for confidential assistance.
Faculty Advisor: Each student will be assigned a faculty advisor who can advise them on the more technical academic questions. After the registration form is signed by the student coordinator, you must meet with your faculty advisor and have him or her sign it as well. Advisors will post their office hours on their office door. We strongly recommend that you meet with your advisor regularly. He or she can be a big help to you.
The Privacy Act of 1974: This is a Federal Law which states that information contained in a student’s files cannot be given out to anyone other than the student and authorized university staff and/or faculty, without the written consent of the student. The Division Policy prohibits the release of grades or transcripts to the student or to any other person or institution. Transcripts and grade reports originates from the Office of the Registrar ONLY.
Transfer Students: All course work you wish to have transferred from other institutions must first be forwarded to the Office of the Registrar to have the Florida Tech equivalence determined. The coordinator will then assign appropriate credit on your program flow chart. All transfer credit must be finalized within 45 days of arrival on campus. Not all of your transferred credits may be applicable to our programs. For certainty regarding transfer of courses as electives, you may request an official substitution form so that you have, in writing, what may and may not be used. Since courses marked on a flow chart are not official, their inclusion on a flow chart does not signify approval for transfer.
Request to Study at Another Institution: It is not possible to study at Florida Tech and another institution at the same time. However, under certain circumstances it is possible to take a limited number of credits elsewhere with the permission of both the program chair and the dean. See the student coordinator for the appropriate form. Permission to study at a local institution will not be granted to active students except in special cases.
Attendance: Students are expected to attend all lectures and all laboratories, and complete all quizzes and practical exercises for each course in which they are registered. Students who do not follow this policy are subject to penalties as specified by the catalog and the instructor for that course. If the withdrawal occurs after the posted deadline for withdrawals, the student will receive a grade of “F” for that course.
Textbook information typically requires some sort of explanation, especially for new material. Failure to attend two or three classes can result in missing 10 percent or more of the course content. Regular attendance to class is, therefore, imperative for comprehension of the course material. If you are having difficulty with a class, please speak to the professor or the GSA as soon as possible. The professors and GSA’s are there to help you and want you to succeed, so take advantage of their office hours.
Grades: Students who have earned up to 59 credit hours must maintain a GPA of at least 1.50; with 60 to 89 hours, at least 1.70; and with 90 credit hours or more, a GPA of at least 1.90 to be considered in good standing. Failure to maintain these standards may result in academic dismissal. The accumulation of 10 or more “F” grades, regardless of whether or not the courses were retaken, will result in academic dismissal. If you are academically dismissed, you can appeal if you feel you have a sound, educational basis for remaining here at Florida Tech.
If a student earns a grade lower than “C” in any basis course such as calculus or physics, that course should be retaken. If a student receives a grade of “D” or “F” in CSE 1001, CSE 1002 or CSE 2010, the course must be retaken. Without a proper understanding of the contents of these initial (foundation) courses, the courses that follow will be more difficult, and could result in poor grades or even failure. As long as a student did not fail one of these courses, it may be retaken at the same time as the next course in the sequence, providing the student and his/her advisor feel the student has enough understanding of the basic material.
All courses in which a student receives a grade of “F” must be retaken. If you receive an “F” in one or more courses, you may no longer have the necessary prerequisites for the following semester. Under these conditions, you must see the student coordinator and your faculty advisor immediately to determine your schedule of courses for the next term.
Honors: Students who have enrolled in six or more credit hours, and have attained a GPA of 3.00 or higher, are eligible for the dean’s list for that semester. At graduation, students achieving academic distinction are publicly recognized according to their GPA as follows:
|With Highest Honor |3.800 to 4.00 |
|With High Honor |3.500 to 3.79 |
|With Honor |3.000 to 3.49 |
Minimum Graduation GPA Requirements: In order to receive the Bachelor’s Degree at Florida Tech, a cumulative GPA of 2.00 or higher is necessary with no grades of “F” in any required course. Of course, a higher GPA is required for acceptance to graduate school and some companies have higher GPA requirements for employing new graduates.
Forgiveness Policy: Students are eligible to retake up to five courses and have the old grade points exchanged for the new grade points, which are then added to the transcript. The original grade remains on the transcript but is no longer included in the cumulative GPA. However, once a student becomes a senior, they cannot retake 1000 or 2000 level courses under the forgiveness policy. Honors GPAs are calculated using all grades received.
Withdrawing From a Course: A grade of “Z” will be awarded if a student withdraws from a course during the first week of class or because the course is canceled. The “Z” deletes the course from all permanent records. If a student withdraws after the first week, but before the end of the eighth week, a grade of “W” is awarded. These courses do appear on the transcript, but do not have any points associated with them. If a student withdraws after the eighth week, an earned grade will be assigned. (Which may be an “F”).
In every term there is a last day for withdrawal in order to obtain a final grade of “W”. To receive a “W”, you must see the Student Coordinator or your Advisor by that date and fill out a “Drop/Add” form. The form is then taken to the Registration Center to be processed. There is usually a $10 charge for this process. Failure to attend class or verbal notification to the instructor of your intent to drop the course does not constitute an official withdrawal and will result in a failing grade!
Incomplete Grades: A grade of “I” can be given for any incomplete course work that has occurred because of extraordinary circumstances beyond the student’s control. However, the student’s work in the course must be quantitatively satisfactory and there must be a reasonable expectation that completion of the remaining work will result in a passing grade. If so, the instructor will furnish the program chair with a statement of the work needed to complete the course. The work must be completed by the sixth week of the following term (Summer term excluded). Otherwise, the “I” will automatically become an “F”!
Equivalency Exam: If a student feels they have sufficient knowledge of a subject to pass a comprehensive exam of the course material, they may request to take an equivalency exam. There is a fee for this examination. No grade is awarded for a course passed by an Equivalency Exam, however, the applicable number of credit hours is awarded. Equivalency exams may not be given for a course that is a prerequisite for a course already completed by the student.(i.e., an exam in MTH 1002 would not be given if the student already had credit for MTH 2001. Also, equivalency exams will not be allowed if the student has attended more than one week of the course or are in their graduating term.
Directed Study: If a required course is not available for a particular term, the student may request permission from the instructor and program chair to receive the course by directed study. The directed study course covers the same material and receives the same credit as the regular course. This practice, however, is not recommended and typically will not be approved except in unusual circumstances. There is a fee, in addition to the regular tuition, for this option.
Graduate Courses: A student may, under certain circumstances and with the permission of the program chair, take a limited number of graduate courses that apply to the undergraduate degree. A student’s GPA should be 2.75 or better to take graduate courses.
Petition to Graduate: A Petition to Graduate form should be filled out two semesters prior to the expected graduation date. The petition form is available in the office of the student coordinator and must be approved by the faculty advisor. After the form is approved and signed, it should be taken to the registration office with a copy of the student’s program flow chart. The Office of the Registrar’s staff will review the student’s records and inform them of any remaining course requirements and/or necessary course substitutions.
Course Substitutions: Forms are available in the student office and are used to identify all courses taken for the various electives and to indicate any deviations (i.e., substitutions) from the normal flow chart. This form is mandatory before graduation eligibility can be determined. Course substitutions will not be allowed without the written consent of the faculty advisor and the program chair.
Student Services: There are a variety of services available to students free of charge. These services are described in more detail in the Florida Tech catalog. These services include:
Individualized Learning Center (ILC)
Counseling and Psychological Services (CAPS)
Health Center
Cooperative Education and Job Placement
Financial Aid
Concerns and Complaints: The staff and faculty strongly promote and encourage students to communicate their concerns, complaints and other feedback (including occasional praise) to those with the authority to act on them. We encourage communication of any and all concerns students may have, especially early in the term. The sooner we know about a problem, the more effectively we can deal with the situation. Often, the problem a student is experiencing is being felt by other students as well, so the student would be benefiting themselves, their classmates and our programs by bringing the situation to light. In addition, each semester our department hosts a student/faculty night in which the department head facilitates an open discussion of student-generated concerns. Plan to attend these sessions, as your feedback is important to us.
There are actually many ways in which student concerns can be made known:
1. Talk with your instructor and/or faculty advisor.
2. The course coordinator can be helpful, if the problem is with the material taught in the course or with the instructor.
3. The student coordinator can work to solve most types of problems.
4. Talk directly to the department head.
5. Through CSC2, a student organization devoted to problem solving within the programs.
6. Comments during the course evaluations.
7. Student/faculty meetings.
The people/organizations listed above are available through:
6. Personal contact
7. E-mail
8. Letter or note via their mailbox
9. Telephone (See the E-Mail, Addresses, Room Numbers and Telephone Extensions page in this handbook)
You are a very important person on this campus. Our school exists because of you. We must be aware of your concerns before we can act on them. We welcome and encourage your involvement!
FLORIDA INSTITUTE OF TECHNOLOGY
POLICY ON RESPONSIBLE USE OF INFORMATION TECHNOLOGY
PREAMBLE
Computer and information technologies have greatly expanded our ability to access and exchange information, and represent an enormously rich resource for innovation in furtherance of Florida Tech’s mission. However, the wise use of these technologies requires more vigilant efforts and perhaps more secure safeguards to protect individuals’ rights of privacy.
Property as well as privacy rights may be infringed whenever files or data belonging to others, however gained, are used without authorization. Moreover, while freedom of inquiry and expression are fundamental principles of academia, assaults upon the personal integrity of individual members of the academic community may undermine its foundations.
When individuals using a computer misrepresent either themselves or the University, or when they act in a manner unacceptable within the University or in the larger community, the mission of the University itself is endangered. Other actions taken by individuals may, under some circumstances, jeopardize the integrity of the computer network and the ability of others to communicate using this system. These harmful acts, whether deliberate or not, may also be violations of the law.
The principles and guidelines that follow seek to preserve the freedom to inquire and share information and ideas, and to sustain the security and integrity of individuals within the community and the computer system itself. The individual’s right to privacy and the preservation of the freedom to inquiry are at the core of these principles and guidelines and should be upheld to the maximum extent possible. However, these rights are not without limits, and may be overridden by the authorized personnel to protect the integrity of the University’s computer system or of the University itself.
Principles and Guidelines
A. Respect the rights and sensibilities of others.
1. Respect others whom you contact electronically. Electronic mail should adhere to the same standards of conduct as any form of mail. It should be noted that in an academic community, the free and open exchange of ideas and viewpoints is preserved by the concept of academic freedom.
2. Ensure that those whom you contact know your identity. Others have a right to know who is contacting them.
3. Respect the privacy of others and their accounts. Do not access or intercept files or data of others without permission. Do not use the passwords of others or access files under a false identity.
4. Do not distribute excessive amounts of unsolicited mail.
B. Be aware of the legal implications of your computer use.
1. The Internet enables users to disseminate material worldwide. Keep in mind that this larger audience means a greater likelihood that someone may object to material with or without legal basis.
2. Assume that material is copyrighted unless you know otherwise and do not copy or disseminate copyrighted material without permission. Much of what appears on the Internet is protected by copyright law regardless of whether the copyright is expressly noted. Copyright protection may also apply to software, which is often licensed to the University with specific limitations on its use. Both individual users and the University may, in some circumstances, be held legally responsible for violations of copyright.
3. Many other state and federal laws, including those prohibiting deceptive advertising, use of others’ trademarks, defamation, violations of privacy, and obscenity apply to network-based communications.
4. Because the Internet is international, the laws of other countries may apply. This does not mean that members of the University community should allow extremely restrictive foreign laws to censor their communications, but in situations the University must take into consideration whether violations of foreign laws may affect the activities of the university in those countries.
C. Respect the mission of the University in the larger community.
1. The University makes Internet resources available to students, faculty and staff to further the University’s educational, research, service and related missions. While incidental personal use is generally permissible, these resources are intended for University-related activities.
2. Use computer resources lawfully and responsibly. The University reserves the right to take reasonable remedial steps after it learns of illegal or irresponsible uses of its computer facilities. With the exception of web pages, the University does not monitor the content of electronic mail or other on-line communications. The University may ask that personal web pages be moved to a commercial Internet provider.
3. Keep your account secure and private and remember that you are responsible for all activity involving your account. Do not use identifying data or common words as a password. Your password should be difficult to crack or otherwise guess either by individuals or by sophisticated computer programs.
4. Respect the University obligations of confidentiality as well as your own. The University is the custodian of a wide array of personal and financial data concerning its students, staff and faculty as well as the University itself. Only those with authorization may access, communicate or use confidential information.
5. Don’t misrepresent yourself. Computer accounts are assigned and identified to individuals and the University rightfully expects that computer users will properly identify themselves.
D. Do not harm the integrity of the University’s computer system and networks.
1. Avoid excessive use of computer resources. They are finite and must be shared with others. Limit connection time as much as possible, especially during peak hours. Chain mail, junk mail, and similar inappropriate uses of University resources are not acceptable. Web pages that are accessed to an excessive degree can be a drain on computer resources and, except where significant to the University’s mission, may require the University to ask that they be moved to a private Internet provider.
2. Today’s information technology is a shared resource. Respect the needs of others when using computer and network resources. Do not tamper with facilities and avoid any actions that interfere with the normal operation of computers, networks, and facilities.
3. Although a respect for privacy is fundamental to the University’s policies, keep in mind that almost any information can, in principle, be read or copied, and that user information is maintained in system logs and archives, including archived E-mail, as a part of responsible computer system maintenance. The University may be compelled by law or policy to examine any information, even personal and confidential information, maintained on University computing facilities.
4. You are granted privileges and responsibilities with your account. While these vary between groups, use of University resources for personal commercial gain or for partisan political purposes (not including the expression of personal political views, debate and the like) is inappropriate and possibly illegal.
5. Individual University computer systems have varying resources and demands. Some have additional guidelines, which may be more restrictive than those contained here, applicable to their own users.
Implementation
A. All University codes of conduct apply to information technology as well as to other forms of communication and activity.
B. Systems managers or other individuals within an academic or administrative unit may be empowered to suspend some or all privileges associated with computer use in cases of misuse or threat to the integrity of all or part of the University’s information management resources
C. Before any permanent action is taken against the user, the user will be advised of the basic reason(s) for the proposed action and given an opportunity to respond. Concerns about such actions may be raised through the usual administrative or academic channels associated with the academic or administrative unit in question.
D. Where a violation of University policies or applicable law appears to warrant action beyond a suspension or revocation of computer privileges, the matter may be referred to a supervisor, administrator, or University disciplinary body with appropriate authority, or to law enforcement authorities.
E. Complaints or concerns about another’s use of University computer resources should be directed to the administrator responsible for the facility or resource in question.
Review Cycle: This policy will receive campus-wide review no later than one year after the revision date noted below. The Information Technology Policy committee (ITPC) will oversee this review, with the assistance of the information technology committees reporting to ITPC, the Faculty Senate, and the Student Government Association.
Revised: April 20, 1998
This policy was adapted with permission from the policy developed at Washington University, St. Louis, MO.
ACM CODE OF ETHICS AND PROFESSIONAL CONDUCT
PREAMBLE
Commitment to ethical professional conduct is expected of every member of the Association for Computing Machinery (ACM).
This Code, consisting of 24 imperatives formulated as statements of personal responsibility, identifies the elements of such a commitment. It contains many, but not all issues professionals are likely to face. Section 1 outlines fundamental ethical considerations, while Section 2 addresses additional, more specific considerations of professional conduct. Statements in Section 3 pertain more specifically to individuals who have a leadership role, whether in the workplace or in a volunteer capacity such as with organizations like ACM. Principles involving compliance with this Code are given in Section 4.
The Code shall be supplemented by a set of Guidelines which provide explanation to assist members in dealing with the various issues contained in the Code. It is expected that the Guidelines will be changed more frequently than the Code.
The Code and its supplemented Guidelines are intended to serve, as a basis for ethical decision making in the conduct of professional work. Secondarily, they may serve as a basis for judging the merit of a formal complaint pertaining to violation of professional ethical standards.
It should be noted that although computing is not mentioned in the imperatives of Section 1.0, the Code is concerned with how these fundamental imperatives apply to one’s conduct as a computing professional. These imperatives are expressed in a general form to emphasize that ethical principles which apply to computer ethics are derived from more general ethical principles.
It is understood that some words and phrases in a code of ethics are subject to varying interpretations, and that any ethical principle may conflict with other ethical principles in specific situations. Questions related to ethical conflicts can best be answered by thoughtful consideration of fundamental principles, rather than reliance on detailed regulations.
1. General Moral Imperatives:
AS AN ACM MEMBER I WILL…
1. Contribute to society and human well-being.
2. Avoid harm to others.
3. Be honest and trustworthy.
4. Be fair and take action not to discriminate.
5. Honor property rights including copyrights and patent.
6. Give proper credit for intellectual property.
7. Respect the privacy of others.
8. Honor confidentiality.
2. More specific professional responsibilities:
AS AN ACM COMPUTING PROFESSIONAL, I WILL…
1. Strive to achieve the highest quality, effectiveness and dignity in both the process and products of professional work.
2. Acquire and maintain professional competence.
3. Know and respect existing laws pertaining to professional work.
4. Accept and provide appropriate professional review.
5. Give comprehensive and thorough evaluations of computer systems and their impacts, including analysis of possible risks.
6. Honor contracts, agreements and assigned responsibilities.
7. Improve public understanding of computing and its consequences.
8. Access computing and communication resources only when authorized to do so.
3. Organizational leadership imperatives:
AS AN ACM MEMBER AND AN ORGANIZATIONAL LEADER, I WILL…
3.1 Articulate the social responsibilities of members of an organizational unit and encourage full acceptance of those responsibilities.
3.2 Manage personnel and resources to design and build information systems that enhance the quality of working life.
3.3 Acknowledge and support proper and authorized uses of an organization’s computing and communication resources.
3.4 Ensure that users and those who will be affected by a system have their needs clearly articulated during the assessment and design of requirements; later the system must be validated to meet requirements.
3.5 Articulate and support policies that protect the dignity of users and others affected by a computing system.
3.6 Create opportunities for members of the organization to learn the principles and limitations of computer systems.
4. Compliance with the Code:
AS AN ACM MEMBER, I WILL…
4.1 Uphold and promote the principles of this Code.
.
4.2 Treat violations of this Code as inconsistent with membership in the ACM.
The ACM Code of Ethics may be seen in its entirety at:
ACM/Code of Ethics
Last Update: 01/16/98 by HK
SOFTWARE ENGINEERING CODE OF ETHICS
AND PROFESSIONAL PRACTICE
(VERSION 5.2) AS RECOMMENDED BY THE IEEE-CS/ACM JOINT TASK FORCE ON SOFTWARE ENGINEERING ETHICS AND PROFESSIONAL PRACTICES
Short Version
Preamble
The short version of the code summarizes aspirations at a high level of abstractions. The clauses that are included in the full version give examples and details of how these aspirations change the way we act as software engineering professionals. Without the aspirations, the details can become legalistic and tedious; without the details, the aspirations can become high sounding but empty; together, the aspirations and the details form a cohesive code.
Software engineers shall commit themselves to making the analysis, specification, design, development, testing and maintenance of software a beneficial and respected profession. In accordance with their commitment to the health, safety and welfare of the public, software engineers shall adhere to the following Eight Principles:
1. PUBLIC – Software engineers shall act consistently with the public interest.
2. CLIENT AND EMPLOYER – Software engineers shall act in a manner that is in the best interests of their client and employer, consistent with the public interest.
3. PRODUCT – Software engineers shall ensure that their products and related modifications meet the highest professional standards possible.
JUDGEMENT – Software engineers shall maintain integrity and independence in their professional judgement.
MANAGEMENT – Software engineering managers and leaders shall subscribe to and promote an ethical approach to the management of software development and maintenance.
PROFESSION – Software engineers shall advance the integrity and reputation of the profession consistent with the public interest.
4. COLLEAGUES – Software engineers shall be fair and supportive of their colleagues.
5. SELF – Software engineers shall participate in lifelong learning regarding the practice of their profession and shall promote an ethical approach to the practice of the profession.
The Software Engineering Code of Ethics and Professional Practice may be seen in its entirety at:
|ACM/Outlawing Technology. |
|Last Update: 09/02/98 by HK |
Florida Tech Computer Sciences Honor Code
We believe that everyone has a right to work in an environment where people treat one another honestly and fairly. Because academic dishonesty can threaten this environment we will pursue abuses of the policies outlined below aggressively.
Code Plagiarism. Computer Science is a discipline where it is difficult to draw a precise line between acceptable and unacceptable collaboration. On the one hand we want to encourage you to try out other peoples' code; code reuse is an area of active research within computer science. On the other hand you will learn to write code only if you do it yourself. You are not learning and have crossed the line of acceptable behavior if you do not understand the solution you have submitted. We have the right to ask students to explain the code they submit. If you have "reused'' someone else's code to an extent that you feel a need to change variable names or slightly rearrange the order of statements, then you have also violated the honor code. We also reserve the right to use electronic tools to check code for plagiarism. By submitting code for grading in any computer science course, you grant the instructor a license to send a copy of that code for plagiarism analysis to a research service, such as MOSS. The instructor, or their service, may compare your code against other students' code, or compare their code to yours. Give credit to someone else's ideas with a citation rather than turning in their work as your own.
Text Plagiarism. When you hand in an essay or other writing assignment, you must give credit to your sources. You must provide a reference for any idea, conclusion, information or data that you got from another source (such as a book, an article on the Net, or a person). If you use someone's words, you must show that you are quoting them (use quotation marks or indent long quotes) and your reference should show your exact source (such as the page number of the article or book). If you quote someone, you must quote them accurately, word for word. To avoid plagiarizing, you might find the following article useful: How Not to Plagiarize at . For a brief introduction to referencing, see Citing Sources at . By submitting a writing assignment for grading in any computer science course, you grant the instructor a license to send a copy of that assignment for plagiarism analysis to a research service. The instructor, or their service, may compare your paper against other students' papers, or compare their papers to yours.
Social Responsibility. Many people use our machines: students, faculty, staff, and outside visitors. Our machines affect other machines on and off campus and they affect the users of these machines. It is not hard to abuse others by mailing ``spam,'' ``flaming'' to newsgroups, being a ``cracker,'' displaying digital pornography, bogging down the CPU with processes, or hogging the printer. We expect your use of computer resources will be based on the Golden Rule: do unto others as you would have them do unto you. Poor social responsibility because you are new is one thing, but malicious practices are another matter and will not be tolerated.
Right to Privacy. You are encouraged to store electronic property on computers provided for your use by Computer Sciences, and you have a privacy right to this information. Others also have a right of privacy to the property they store on our computers. You should not search other's file systems, read their mail, scan or remove their files, try to crack their password, login as someone else, intercept other's network traffic, install viruses, or otherwise violate the right to privacy of others. We will not intentionally abuse your right to privacy. However, to administer our machines we may need to do things you should not, for example, we may need to try to crack your password to verify that it is secure, or kill your processes, or remove your files, or read your email, or otherwise invade your privacy when we suspect you are an abuser of our systems.
Discrimination: It is the policy of the university that all students, faculty, staff, and guests enjoy an environment free from all forms of discrimination, including ethnic, racial, religious, and sexual harassment.
Disclaimers. The Florida Tech Policy on Responsible Use of Information Technology, The Florida Tech Catalog, and the Student Handbook have additional guidelines on campus standards, behavior, discipline, complaint resolution, etc. The Computer Science Honor Code does not replace or supersede these polices. Faculty teaching computer science courses may establish other honor criteria for their classes.
As our machines are part of a larger international network, we assume certain responsibilities as a member of a growing electronic community. Exercising this responsibility may require us to search for suspected abusers of our or others computers. If you suspect that someone has violated your rights as a user of our machines, inform the systems administrator; do not attempt to track them down yourself.
Ideas for this code of honor have been collected from other universities, most notably, Stanford University and the University of Florida.
Memorandum of Agreement
Computer Sciences Honor Code
I have read and understood the Computer Sciences Honor Code and will bide by its intent
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HOW TO BECOME A HACKER ERIC S. RAYMOND
Why this document?
As editor of the Jargon File, I often get E-mail requests from enthusiastic network newbies asking (in effect), “How can I learn to be a wizard hacker?” Oddly enough there doesn’t seem to be any FAQs or Web documents that address this vital question, so here’s mine.
If you are reading a snapshot of this document offline, the current version lives at
What is a hacker?
The Jargon File contains a bunch of definitions of the term “hacker,” most having to do with the technical adeptness and a delight in solving problems and overcoming limits. If you want to know how to become a hacker though, only two are really relevant.
There is a community, a shared culture, of expert programmers and networking wizards that traces its history back through the decades to the first time-sharing minicomputers and the earliest ARPAnet experiments. The members of this culture originated the term “hacker.” Hackers built the Internet. Hackers made the Unix operating system what it is today. Hackers run Usenet. Hackers make the World Wide Web work. If you are part of this culture, if you have contributed to it and other people in it know who you are and call you a hacker, you’re a hacker.
The hacker mind-set is not confined to this software-hacker culture. There are people who apply the hacker attitude to other things, like electronic or music – actually, you can find it at the highest levels of any science or art. Software hackers recognize these kindred spirits elsewhere and may call them “hackers” too – and some claim that the hacker nature is really independent of the particular medium the hacker works in. But in the rest of this document we will focus on the skills and attitudes of software hackers, and the traditions of the shared culture that originated the term “hackers.”
There is another group of people who loudly call themselves hackers, but aren’t. These people (mainly adolescent males) who get a kick out of breaking into computers and phreaking the phone system. Real hackers call these people “crackers” and want nothing to do with them. Real hackers mostly think crackers are lazy, irresponsible, and not very bright, and object that being able to break security doesn’t make you a hacker any more than being able to hotwire cars makes you an automotive engineer. Unfortunately, many journalists and writers have been fooled into using the word “hacker” to describe crackers; this irritates real hackers to no end.
The basic difference is this: hackers build things, crackers break them.
If you want to be a hacker, keep reading. If you want to be a cracker, go read the alt.2600 newsgroup and get ready to do the five to ten in the slammer after finding out you aren’t as smart as you think you are. And that’s all I’m going to say about crackers.
The Hacker Attitude
Hackers solve problems and build things, and they believe in freedom and voluntary mutual help. To be accepted as a hacker, you have to behave as though you have this kind of attitude yourself. And to behave as though you have the attitude, you have to really believe the attitude.
But if you think of cultivating hacker attitudes as just a way to gain acceptance in the culture, you’ll miss the point. Becoming the kind of person who believes these things is important for you – for helping you learn and keeping you motivated. As with all creative arts, the most effective way to become a master is to imitate the mind-set of masters—not just intellectually, but emotionally as well.
So, if you want to be a hacker, repeat the following things until you believe them:
1. The world is full of fascinating problems waiting to be solved.
Being a hacker is lots of fun, but it’s a kind of fun that takes lots of effort. The effort takes motivation. Successful athletes get their motivation from a kind of physical delight in making their bodies perform, in pushing themselves past their own physical limits. Similarly, to be a hacker you have to get a basic thrill from solving problems, sharpening your skills, and exercising your intelligence.
If you aren’t the kind of person that feels this way naturally, you’ll need to become one in order to make it as a hacker. Otherwise, you’ll find your hacking energy is sapped by distractions like sex, money, and social approval.
(You also have to develop a kind of faith in your own learning capacity – a belief that even though you may not know all of what you need to solve a problem, if you tackle just a piece of it and learn from that, you’ll learn enough to solve the next piece – and so on, until you’re done.)
2. Nobody should ever have to solve a problem twice.
Creative brains are a valuable, limited resource. They shouldn’t be wasted on re-inventing the wheel when there are so many fascinating new problems waiting out there.
To behave like a hacker, you have to believe that the thinking time of other hackers is precious – so much so that it’s almost a moral duty for you to share information, solve problems and then give solutions away just so other hackers can solve new problems instead of having to perpetually re-address old ones.
(You don’t have to believe that you’re obligated to give all your creative product away, though the hackers that do are the ones that get the most respect from other hackers. It’s consistent with hacker values to sell enough of it to keep you in food and rent and computers. It’s consistent to use your hacking skills to support a family or even get rich, as long as you don’t forget you’re a hacker while you’re doing it.)
3. Boredom and drudgery are evil.
Hackers (and creative people in general) should never be bored or have to drudge at stupid repetitive work, because when this happens, it means they aren’t doing what only they can do – solve new problems. This wastefulness hurts everybody. Therefore, boredom and drudgery are not just unpleasant, but actually evil.
To behave like a hacker, you have to believe this enough to want to automate away the boring bits as much as possible, not just for yourself, but for everybody else (especially other hackers.)
(There is one apparent exception to this. Hackers will sometimes do things that may seem repetitive or boring to an observer as a mind-clearing exercise, or in order to acquire a skill or have some particular kind of experience you can’t have otherwise. But this is by choice – nobody who can think should ever be forced into boredom.)
4. Freedom is good.
Hackers are naturally anti-authoritarian. Anyone who can give you orders can stop you from solving whatever problem you’re being fascinated by – and, given the way authoritarian minds work, will generally find some appallingly stupid reason to do so. So the authoritarian attitude has to be fought wherever you find it, lest it smother you and other hackers.
(This isn’t the same as fighting all authority. Children need to be guided and criminals restrained. A hacker may agree to accept some kinds of authority in order to get something he wants more than the time he spends following orders. But that’s a limited, conscious bargain; the kind of personal surrender authoritarians want is not an offer.)
Authoritarians thrive on censorship and secrecy. And they distrust voluntary cooperation and information-sharing – they only like “cooperation” that they control. So to behave like a hacker, you have to develop an instinctive hostility to censorship, secrecy, and the use of force or deception to compel responsible adults. And you have to be willing to act on that belief.
5. Attitude is no substitute for competence.
To be a hacker, you have to develop some of these attitudes. But copping an attitude alone won’t make you a hacker, any more than it will make you a champion athlete or a rock star. Becoming a hacker will take intelligence, practice, dedication, and hard work
Therefore, you have to learn to distrust attitude and respect competence of every kind. Hackers won’t let posers waste their time, but they worship competence – especially competence at hacking, but competence at anything is good. Competence at demanding skills that few can master is especially good, and competence at demanding skills that involve mental acuteness, craft, and concentration is best.
If you revere competence, you’ll enjoy developing it in yourself – the hard work and dedication will become a kind of intense play rather than drudgery. And that’s vital to becoming a hacker.
BASIC HACKING SKILLS
The hacker attitude is vital, but skills are even more vital. Attitude is no substitute for competence, and there’s a certain basic tool kit of skills which you have to have before any hacker will dream of calling you one.
This tool kit changes slowly over time as technology creates new skills and makes old ones obsolete. For example, it used to include programming in machine languages, and didn’t until recently involve HTML. But right now it pretty clearly includes the following:
1. Learn how to program.
This, of course, is the fundamental hacking skill. In 1997, the one language you absolutely must learn is C (although it’s not the one to try learning first thing). But you aren’t a hacker or even merely a programmer if you only know one language – you need to learn how to think about programming problems in a general way, independent of any one language. To be a real hacker, you need to have gotten to the point where you can learn a new language in days by relating what’s in the manual to what you already know. This means you should learn several very different languages.
Besides C, you should also learn at least LISP and Perl (and Java is pushing hard for a place on the list). Besides being the most important hacking languages, these each represent very different approaches to programming, and all will educate you in valuable ways.
I can’t give complete instructions on how to learn to program here – it’s a complex skill. But I can tell you that books and courses won’t do it (many, maybe most of the best hackers are self-taught). What will do it is (a) reading code and (b) writing code.
Learning to program is like learning to write good natural language. The best way to do it is to read some stuff written by masters of the form, write some things yourself, read a lot more, write a little more, read a lot more, write some more …and repeat until your writing begins to develop the kind of strength and economy you see in your models.
Finding good code to read used to be hard, because there were few large programs available in source for fledgling hackers to read and tinker with. This has changed dramatically; open-source software, programming tools, and operating systems (all built by hackers) are now widely available. Which brings me neatly to our next topic…
2. Get one of the open-source UNIX’s and learn to use and run it.
I’m assuming you have a personal computer or can get access to one (these kids today have it so easy (). The single most important step any newbie can take towards acquiring hacker skills is to get a copy of Linux or one of the BSD-UNIX’s, install it on a personal machine, and run it.
Yes, there are other operating systems in the world besides Unix. But they’re distributed in binary – you can’t read the code, and you can’t modify it. Trying to learn to hack on a DOS or Windows machine or under MacOS is like trying to learn to dance while wearing a body cast.
Besides, Unix is the operating system of the Internet. While you can learn to use the Internet without knowing Unix, you can’t be an Internet hacker without understanding it. For this reason, the hacker culture today is pretty strongly Unix-centered. (This wasn’t always true, and some old-time hackers aren’t happy about it, but the symbiosis between Unix and the Internet has become strong enough that even Microsoft’s muscle doesn’t seem able to seriously dent it.)
So, bring up a Unix—I like Linux myself, but there are other ways. Learn it. Run it. Tinker with it. Talk to the Internet with it. Read the code. Modify the code. You’ll get better programming tools (including C, Lisp, and Perl) than any Microsoft operating system can dream of, you’ll have fun, and you’ll soak up more knowledge than you realize you’re learning until you look back on it as a master hacker.
For more about learning Unix, see The Loginataka.
To get your hands on a Linux, see the Where can I get a Linux.
3. Learn how to use the World Wide Web and write HTML.
Most of the things the hacker culture has built do their work out of sight, helping run factories and offices and universities without any obvious impact on how non-hackers live. The Web is the one big exception, the huge shiny hacker toy that even politicians admit is changing the world. For this reason alone (and a lot of other good ones as well), you need to learn how to work the Web.
This doesn’t mean learning how to drive a browser (anyone can do that), but learning how to write HTML, the Web’s markup language. If you don’t know how to program, writing HTML will teach some mental habits that will help you learn. So build a home page.
But just having a home page isn’t anywhere near good enough to make you a hacker. The Web is full of home pages. Most of them are pointless, zero-content sludge—very snazzy-looking sludge, mind you, but sludge all the same (for more on this see The HTML Hell Page).
To be worthwhile, your page must have content – it must be interesting and/or useful to other hackers. And that brings us to the next topic…
STATUS IN THE HACKER CULTURE
Like most cultures without a money economy, hackerdom runs on reputation. You’re trying to solve interesting problems, but how interesting they are, and whether your solutions are really good, is something that only your technical peers or superiors are normally equipped to judge.
Accordingly, when you play hacker games, you learn to keep score primarily by what other hackers think of your skills (this is why you aren’t really a hacker until other hackers consistently call you one). This fact is obscured by the image of hacking as solitary work, also by a hacker-cultural taboo (now gradually decaying but still potent) against admitting that ego or external validation are involved in one’s motivation at all.
Specifically, hackerdom is what anthropologists call a gift culture. You gain status and reputation in it not by dominating other people, nor by being beautiful, nor by having things other people want, but rather by giving things away. Specifically, by giving away your time, your creativity, and the results of your skill.
There are basically five kinds of things you can do to be respected by hackers:
1. Write open-source software.
The first (the most central and most traditional) is to write programs that other hackers think are fun or useful, and give the program sources to the whole hacker culture to use.
(We used to call these works “free software,” but this confused too many people who weren’t sure exactly what “free” was supposed to mean. Many of us now prefer the term “open-source” software).
Hackerdom’s most revered demigods are people who have written large, capable programs that met a widespread need and given them away, so that now everyone uses them.
2. Help test and debug open-source software.
They also serve who stand and debug open-source software. In this imperfect world, we will inevitably spend most of our software development time in the debugging phase. That’s why any open-source author who’s thinking will tell you that good beta-testers (who know how to describe symptoms clearly, localize problems well, can tolerate bugs in a quickie release, and are willing to apply a few simple diagnostic routines) are worth their weight in rubies. Even one of these can make the difference between a debugging phase that’s a protracted, exhausting nightmare and one that’s merely a salutary nuisance.
If you’re a newbie, try to find a program under development that you’re interested in and be a good beta-tester. There’s a natural progression from helping test programs to helping debug them to helping modify them. You’ll learn a lot this way, and generate good karma with people who will help you later on.
3. Publish useful information.
Another good thing is to collect and filter useful and interesting information into Web pages or documents like FAQs (Frequently Asked Questions lists), and make those generally available.
Maintainers of major technical FAQs get almost as much respect as open-source authors.
4. Help keep the infrastructure working.
The hacker culture (and the engineering development of the Internet, for that matter) is run by volunteers. There’s a lot of necessary but unglamorous work that needs to be done to keep it going – administering mailing lists, moderating newsgroups, maintaining large software archive sites, developing RFCs and other technical standards.
People who do this sort of thing will get a lot of respect, because everybody knows these jobs are huge time sinks and not as much fun as playing with code. Doing them shows dedication.
5. Serve the hacker culture itself.
Finally, you can serve and propagate the culture itself (by, for example, writing an accurate primer on how to become a hacker () . This is not something you’ll be positioned to do until you’ve been around for a while and become well-known for one of the first four things.
The hacker culture doesn’t have leaders, exactly, but it does have culture heroes and tribal elders and historians and spokespeople. When you’ve been in the trenches long enough, you may grow into one of these. Beware: hackers distrust blatant ego in their tribal elders, so visibly reaching for this kind of fame is dangerous. Rather than striving for it, you have to sort of position yourself so it drops in your lap, and then be modest and gracious about your status.
THE HACKER/NERD CONNECTION
Contrary to popular myth, you don’t have to be a nerd to be a hacker. It does help, however, and many hackers are in fact nerds. Being a social outcast helps you stay concentrated on the really important things, like thinking and hacking.
For this reason, many hackers have adopted the label “nerd” and even use the harsher term “geek” as a badge of pride – it’s a way of declaring their independence from normal social expectations. See The Geek Page for extensive discussion.
If you can manage to concentrate enough on hacking to be good at it and still have a life, that’s fine. This is a lot easier today than it was when I was a newbie in the 1970’s; mainstream culture is much friendlier to techno-nerds now. There are even growing numbers of people who realize that hackers are often high-quality lover and spouse material. For more on this, see Girl’s Guide to Geek Guys.
If you’re attracted to hacking because you don’t have a life, that’s OK too – at least you won’t have trouble concentrating. Maybe you’ll get one later.
POINTS FOR STYLE
Again, to be a hacker, you have to enter the hacker mindset. There are some things you can do when you’re not at a computer that seem to help. They’re not substitutes for hacking (nothing is) but many hackers do them, and feel that they connect in some basic way with the essence of hacking.
Read science fiction. Go to science fiction conventions (a good way to meet
hackers and proto-hackers)
Study Zen, and/or take up martial arts. (The mental discipline seems similar
in important ways.)
Develop an analytical ear for music. Learn to appreciate peculiar kinds of music. Learn to play some musical instrument well, or how to sing.
Develop your appreciation of puns and wordplay.
Learn to write your native language well. (A surprising number of hackers,
including all the best ones I know of, are able writers.)
The more of these things you already do, the more likely it is that you are natural hacker material. Why these things in particular is not completely clear, but they’re connected with a mix of left- and right-brain skills that seems to be important (hackers need to be able to both reason logically and step outside the apparent logic of a problem at a moment’s notice).
Finally, a few things not to do.
Don’t use a silly, grandiose user ID or screen name.
Don’t get in flame wars on Usenet (or anywhere else).
Don’t call yourself a “cyberpunk”, and don’t waste your time on anybody who does.
Don’t post or E-mail writing that’s full of spelling errors and bad grammar.
The only reputation you’ll make doing any of these things is as a twit. Hackers have long memories – it could take you years to live it down enough to be accepted.
OTHER RESOURCES
Peter Seebach maintains an excellent Hacker FAQ for managers who don’t understand how to deal with hackers.
The Loginataka has some things to say about the proper training and attitude of a Unix hacker.
I have also written a Brief History of Hackerdom.
I have written a paper, The Cathedral and the Bazaar, which explains a lot about how the Linux and open-source cultures work. I have addressed this topic even more directly in its sequel, Homesteading the Noosphere.
FREQUENTLY ASKED QUESTIONS
Q: Will you teach me how to hack?
Since first publishing this page, I’ve gotten several requests a week from people to “teach me all about hacking”. Unfortunately, I don’t have the time or energy to do this; my own hacking projects take up 110% of my time.
Even if I did, hacking is an attitude and skill you basically have to teach to yourself. You’ll find that while real hackers want to help you, they won’t respect you if you beg to be spoon-fed everything they know.
Learn a few things first. Show that you’re trying that you’re capable of learning on your own. Then go to the hackers you meet with questions.
Q: Would you help me to crack a system, or teach me how to crack?
No. Anyone who can will ask such a question after reading this FAQ is too stupid to be educable even if I had the time for tutoring. Any E-mailed requests for this kind that I get will be ignored or answered with extreme rudeness.
Q: Where can I find some real hackers to talk with?
The best way is to find a Unix or Linux user’s group local to you and go to their meetings (you can find links to several lists of user groups on the LDP page at Sunsite).
(I used to say here that you wouldn’t find any real hackers on IRC, but I’m given to understand this is changing. Apparently some real hacker communities are attached to things like GIMP and Perl have IRC channels now.)
Q: What language should I learn first?
HTML, if you don’t already know it. There are a lot of glossy, hype-intensive bad HTML books out there, and distressingly few good ones. The one I like best is HTML: The Definitive Guide.
When you’re ready to start programming, I would recommend starting with Perl or Python. C is really important, but it’s also much harder.
Q: But won’t open-source software leave programmers unable to make a living?
This seems unlikely—so far, the open-source software industry seems to be creating jobs rather than taking them away. If having a program written is a net economic gain over not having it written, a programmer will get paid whether or not the program is going to be free after it’s done. And no matter how much “free” software gets written, there always seems to be more demand for new and customized applications. I’ve written more about this at the Open Sources pages.
Q: How can I get started? Where can I get a free Unix?
Elsewhere on this page I include pointers to where to get a Linux. To be a hacker you need motivation and initiative and the ability to educate yourself. Start now….
©Raymond, Eric S. “How To Become A Hacker” ERIC RAYMOND’S FAQ COLLECTION.
. 1998/06/05. 15:22:39.
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